Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Journeys Grade Level:3 Unit Overview/Summary: Class Periods Required: Students will be presented a picture and using VTS, will be given time to pick apart the picture and describe what they 1-2 weeks depending on the see. time per day allowed Concept of journey is introduced Read about American journeys (journey west/westward expansion) Write about a journey they have taken Draw a picture to represent what the journey they went through in their stories and put them in a book format Key Concepts Essential Questions 1. A journey is: 1. What is a journey? passage or progress from one stage to another: the 2. What kinds of journeys do people make? journey to success. verb (used without object) 3. How have artists represented journeys in their art? a traveling from one place to another, usually taking a rather long time; trip: a six-day journey across the desert. 2. Journeys can involve actual movement from place to place or symbolic movement from one stage to another. 3. Artists have explored journeys through their art. Unit Objectives: Students will define what a journey is to themselves. As a class, students will construct a class definition of a journey Students will write about a journey that they have taken Students will depict the journey that they wrote about through a book that they will make Grade Level Expectations (GLEs) Communication Arts: (2.C.a,b), (2.D), (2.E.a,c,d,e,g), (3.A.a,b) Social Studies: (3a.F), (3a.I)-4th grade Visual Arts: Strand 1(1.A.B.), Strand 3(1.A), Core Academic Standards (Common Core State Standards)
CCSS.ELA-Literacy.W.3.3b CCSS.ELA-Literacy.W.3.3c CCSS.ELA-Literacy.W.3.10 CCSS.ELA-Literacy.RL.3.7

Content Areas Integrated: 1. Visual Art

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s):

Art Integration Unit Plan Template 2 2. Literacy 3. Social Studies Lesson Titles in Sequence/Order 1. VTS-Student led VTS with Albert Bierstadts The Rocky Mountains, Landers Peak Teacher Guided VTS Looking at journeys in specific with Albert Bierstadts The Oregon Trail Look at the journey west from an historical aspect, read about the hardships and successes people would face throughout their journey 2. Students will write about a journey that they have been on with at least 3-5 details about the journey to focus on for the art work 3. Students will make books based off of their journeys that they took and draw an illustration to the key details that they chose to focus on Journey Narrative Illustration Brief Lesson Descriptions 1. Students will begin the lesson with a VTS discussion using 2 of Albert Bierstadts paintings from his journey west during the Westward Expansion. After the first discussion is done, the second one should be guided towards looking at it with a journey in mind. Students will them come up with a class definition of a journey and we will read about Westward Expansion and the journeys many people took going west. 2. Students will draft a copy of a journey that they have taken in their lives and have peer reviews and teacher reviews on their papers, noting that each paper should focus on key points of the journey that really sticks out to them 3. Students will the make a book, illustrating their key points within the book. Then the students will publish their books and well do a reading party type of activity.

What student prior knowledge will this unit require/draw upon? Their own personal prior knowledge to not only figure out what a journey is, but what they found as a journey they have been on in their own lives. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Looking at the two paintings using VTS Trying to pertain the word journey in their own lives in order to figure out what journey they have been on How will this unit permit/encourage students to solve problems in divergent ways? Using a completely student led VTS compared to a journey focus VTS How will you engage students in routinely reflecting on their learning/learning processes? Will be doing this constantly during VTS time Reviewing both their stories and their books that they made How will this unit engage students in assessing their own work and the work of peers? Peer Reviews Students compare their story in writing to what their drawing tells of the story and will reflect upon that

Art Integration Unit Plan Template 3 What opportunities/activities will students be given to revise and improve their understandings and their work? Revision process during writing time Extra paper for books so they dont just use their first book if they dont feel its their best quality work What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Publishing party for students books and peers will read others books and give feedback on it. How will you adapt the various aspects of this lesson to differently-abled students? Could print off pictures to use in the books Using printed books, or typing out their books in the computer lab

References Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf